Der Wert der Mathematik im Klassenzimmer – Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler

[1]  Kenneth H. Rubin,et al.  Peer Relationships, Child Development, and Adjustment: A Developmental Psychopathology Perspective , 2015 .

[2]  B. Nagengast,et al.  More value through greater differentiation: Gender differences in value beliefs about math. , 2014 .

[3]  Ulrich Trautwein,et al.  Probing for the Multiplicative Term in Modern Expectancy-Value Theory: A Latent Interaction Modeling Study. , 2012 .

[4]  Ulrich Trautwein,et al.  Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects , 2012 .

[5]  Ming-Te Wang.  Educational and career interests in math: a longitudinal examination of the links between classroom environment, motivational beliefs, and interests. , 2012, Developmental psychology.

[6]  AnneMarie Conley,et al.  Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives , 2012 .

[7]  Manfred Prenzel,et al.  Research on Interest in Science: Theories, methods, and findings , 2011 .

[8]  Birgit Spinath,et al.  Konstruktion und erste Validierung einer Skala zur Erfassung subjektiver schulischer Werte (SESSW) , 2010 .

[9]  Anne C. Frenzel,et al.  Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context , 2010 .

[10]  Allan Wigfield,et al.  Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes , 2010 .

[11]  Chris S. Hulleman,et al.  Promoting Interest and Performance in High School Science Classes , 2009, Science.

[12]  Ulrich Trautwein,et al.  Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error , 2009, Multivariate behavioral research.

[13]  Katrin Vorhölter.  Sinn im Mathematikunterricht: Zur Rolle von Modellierungsaufgaben bei der Sinnkonstruktion von Schülerinnen und Schülern , 2009 .

[14]  Allan Wigfield,et al.  Expectancy-Value Theory , 2009 .

[15]  Ulrich Schiefele,et al.  Situational and individual interest. , 2009 .

[16]  D. K. Meyer,et al.  Understanding Motivation in Mathematics: What is Happening in Classrooms? , 2009 .

[17]  B. Muthén,et al.  The multilevel latent covariate model: a new, more reliable approach to group-level effects in contextual studies. , 2008, Psychological methods.

[18]  Eckhard Klieme,et al.  Die Bedeutung der wahrgenommenen Unterstützung motivationsrelevanter Bedürfnisse und des Alltagsbezugs im Mathematikunterricht für die selbstbestimmte Motivation , 2008 .

[19]  R. Chouinard,et al.  Changes in high-school students' competence beliefs, utility value and achievement goals in mathematics. , 2008, The British journal of educational psychology.

[20]  Teresa K. DeBacker,et al.  Achievement Motivation in Adolescents: The Role of Peer Climate and Best Friends , 2008 .

[21]  Reinhard Pekrun,et al.  Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms. , 2007 .

[22]  M. Kunter,et al.  Effective Classroom Management and the Development of Subject-Related Interest. , 2007 .

[23]  T. Kindermann,et al.  Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders. , 2007, Child development.

[24]  Craig K. Enders,et al.  Centering predictor variables in cross-sectional multilevel models: a new look at an old issue. , 2007, Psychological methods.

[25]  Olaf Köller,et al.  Umgang mit fehlenden Werten in der psychologischen Forschung : Probleme und Lösungen , 2007 .

[26]  Jürgen Baumert,et al.  Who is the expert? Construct and criteria validity of student and teacher ratings of instruction , 2007 .

[27]  R. Pekrun.  The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice , 2006 .

[28]  Robyn Pierce,et al.  Enhancing the image of mathematics by association with simple pleasures from real world contexts , 2006 .

[29]  H. Watt.  Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th- through 11th-grade Australian students. , 2004, Child development.

[30]  Jennifer A. Fredricks,et al.  School Engagement: Potential of the Concept, State of the Evidence , 2004 .

[31]  E. Pomerantz,et al.  The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends. , 2003 .

[32]  A. Assor,et al.  Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. , 2002, The British journal of educational psychology.

[33]  Stephanie T. Lanza,et al.  Changes in children's self-competence and values: gender and domain differences across grades one through twelve. , 2002, Child development.

[34]  A. Ryan,et al.  The peer group as a context for the development of young adolescent motivation and achievement. , 2001, Child development.

[35]  A. Ryan,et al.  Peer Groups as a Context for the Socialization of Adolescents' Motivation, Engagement, and Achievement in School , 2000 .

[36]  J. Eccles,et al.  School as a Context of Early Adolescents' Academic and Social-Emotional Development: A Summary of Research Findings , 2000, The Elementary School Journal.

[37]  J. Eccles,et al.  Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school , 1998, Development and Psychopathology.

[38]  Anthony S. Bryk,et al.  Hierarchical Linear Models: Applications and Data Analysis Methods , 1992 .

[39]  Werner Blum,et al.  Applied mathematical problem solving, modelling, applications, and links to other subjects — State, trends and issues in mathematics instruction , 1991 .

[40]  J. Spence,et al.  Achievement and achievement motives : psychological and sociological approaches , 1984 .

[41]  H. Freudenthal.  Why to teach mathematics so as to be useful , 1968 .

[42]  Sabrina Eberhart,et al.  Applied Missing Data Analysis , 2016 .

[43]  Werner Blum,et al.  Task Analysis in COACTIV: Examining the Potential for Cognitive Activation in German Mathematics Classrooms , 2013 .

[44]  S. Krauss,et al.  Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers , 2013 .

[45]  M. Kunter,et al.  The Model of Instructional Quality in COACTIV: A Multicriteria Analysis , 2013 .

[46]  Ulrich Trautwein,et al.  Expectancy-Value Theory revisited: From Expectancy-Value Theory to Expectancy-ValueS Theory? , 2013 .

[47]  Robert C. Pianta,et al.  Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions , 2012 .

[48]  Katrin Vorhölter,et al.  Zur theoretischen Konzeption und zu den Möglichkeiten der unterrichtspraktischen Umsetzung der Sinnkonstruktion , 2012 .

[49]  J. Juvonen,et al.  The Role of Peer Relationships in Student Academic and Extracurricular Engagement , 2012 .

[50]  S. Ariane,et al.  Bedingungen des situationalen Interesses im Mathematikunterricht - Eine mehrebenenanalytische Perspektive , 2010 .

[51]  Bharath Sriraman,et al.  Does interdisciplinary instruction raise students’ interest in mathematics and the subjects of the natural sciences? , 2009 .

[52]  Werner Blum,et al.  Professionswissen von Lehrkräften, kognitiv aktivierender Mathematikunterricht und die Entwicklung von mathematischer Kompetenz (COACTIV) : Dokumentation der Erhebungsinstrumente , 2009 .

[53]  Zoe Daniels,et al.  Entwicklung schulischer Interessen im Jugendalter , 2008 .

[54]  M. Vansteenkiste,et al.  Less Is Sometimes More: Goal Content Matters , 2004 .

[55]  Jacquelynne S. Eccles,et al.  Students' Motivation During the Middle School Years , 2002 .

[56]  J. Eccles,et al.  Motivational beliefs, values, and goals. , 2002, Annual review of psychology.

[57]  Joshua Aronson.  Improving academic achievement: Impact of psychological factors on education , 2002 .

[58]  Y. Benjamini,et al.  Controlling the false discovery rate: a practical and powerful approach to multiple testing , 1995 .

[59]  C. Midgley,et al.  Development during adolescence. The impact of stage-environment fit on young adolescents' experiences in schools and in families. , 1993, The American psychologist.

[60]  J. Nicholls,et al.  The development of achievement motivation , 1984 .

[61]  J. Eccles.  Expectancies, values and academic behaviors , 1983 .